4-MAT Review of Psychology, Theology, and Spirituality in Christian Counseling By Mark McMinn Gary Howell # 919 429-2067 Liberty University March 29 2013 4-MAT Review of Psychology, Theology, and Spirituality in Christian Counseling Summary In Psychology, Theology, and Spirituality in Christian Counseling (McMinn, 1996), the author discusses both the spiritual lives of Christian counselors as well as what happens behind closed doors in counseling. One of the best descriptions of what Christian counseling should look like is explained by McMinn. McMinn (1996, pp. 5-6) in the first chapter: This book focuses on the integration of Christian theology, psychological and spirituality, teaching how to apply spiritual techniques that can be used in a therapeutic setting in order to help the client spiritual health, whereby the clients can be helped to grow both spiritually and emotionally. This book is centered on the truth of Christ and deliberately focuses the counselor maintaining their Christian belief as they implement their counseling methods.
Note: Mention the theories that play their part in my framework. B. second part, c, d. Skills: 1- what are skills and skills in social work. 2- types of skills. Generic and specific. in relation to generic social work skills.
They are identified in a person but aren’t really the person’s number one choice. The preferred strategies are the strategies that help the person learn and cope to their needs. Identified strategies are there and also help but the person would prefer the other strategies over them. As discussed earlier, kinesthetic strategies embody actively engaging into the lesson. On the contrary, aural study strategies engage “attending classes, discussions, and tutorials, discussing topics with others and teachers, and using a tape recorder.” People who are good listeners and learn better by hearing have aural strategies.
A Critique of Two Theoretical Approaches: How to help people change by Dr. Jay E. Adams and Telling yourself the truth by Dr. William Backus and Marie Chapian Shanaya Dantzler Liberty University COUN 507_D04 In Adams (1986) counseling methodology is solely based on the counselor teaching the counselee the process of eradicating sin from one’s life in being Christ-like, through using scripture. He gives instruction for counseling through understanding that change is internal. He says, “But that if outward change does not involve a change of heart toward God, it creates self-satisfied person who, to that extent, has become a Pharisee.” (Adams, 2000, p.6) He delineates a four- step approach toward biblical counseling that implements
Lee and Nichols (2010) suggest that there is a difference between professional education in marriage and family therapy, and technical education in how to do marriage and family therapy. There is a difference between education and training, and that professional education as a marriage and family therapist is developmental. Education refers to coursework while training is the development of skills and experiences. The authors agree that in this particular field of study master's level education background is needed to enhance the counselors efficiency and delivery of the practice. Woolley (2010) suggest that the primary purpose of master's level education in the field of marriage, couple and family therapy is primarily served in two functions, being to train students for independent practice using the unique relationally oriented, contextually sensitive healing models and methods of the field of marriage and family therapy.
2.1 Explain the importance of reflective practice in continuously improving the quality of service provided Reflective Practice has been described as an unstructured approach directing understanding and learning, a self regulated process, commonly used in health and teaching professions, though applicable to all professions. Reflective practice is a learning process taught to professionals from a variety of disciplines by practitioners, with the aim of enhancing abilities to communicate and making informed/balanced decisions. In education, reflective practice refers to the process of the educator studying his or her own teaching techniques and determining what works better for the students. (Source: Wikipedia) The importance of reflective
Their study focused on two fundamental dimensions of cohesion: (1) relationship structure, and (2) relationship quality. Based on these dimensions, cohesion is measured by its structural and affective task. Horizontal cohesion consists of membership in a group, and vertical relationship is focused on the relationship between the members and their leader (vertical cohesion). According to Burlingame et al. (2011), "the relationship quality and structure provides a practice-friendly framework to recognize cohesive
I believe the practice of multitasking as presented in this course is about integration and applying multiple theories in practice. It includes utilizing theology, psychology and treating the whole problem and not just one aspect of the issues that the client is experiencing. It is necessary to make sure to work for spiritual, emotional and physical health, a holistic approach. “Effective counselors, in McMinn’s view, are those given to multitasking, the ability to simultaneously and appropriately utilize –for the benefit of the client –the insights and skills gained from the study of theology, psychology, and spirituality” (Hawkins, 2001, p. 94). It is important as counselors to be able to look at the big picture instead of just little
What could be a play for some, may not be play to others. 'Play is a process which is freely chosen, personally directed and intrinsically motivated. Where children and young people decide and control the content and aim of their play, by following their own ideas, interest and instincts, for their own reasons and in their own way. Play give children self esteem by allowing them to have free choice and control of their own action. Also, play contribute to emotional, mental and physical health and development.
This is important: Mentor was concerned with learning and not a guardian. The relationship was an educational one rather than an emotional one (Morton-Cooper and Palmer, 1994, pg 112). Within the professions the meaning of the term mentor has evolved from being a ‘wise reliable counsellor’ (English National Board for Nursing, Midwifery and Health Visiting (2001), to one who befriends, counsels and guides According to the Department of Health (2001) “An enquiry into mentoring commissioned by the (DOH) defined mentoring as a process whereby an experienced, highly regarded, empathetic person (the mentor) guides another individual (the mentee) in the development and re-examination of their own ideas, learning and personal and professional development”. The NMC (2005) states a mentor should supervisor and assess the mentee, however (Mohann et al 2004 pg 170) suggests mentoring is more effective when the mentor is not the mentee’s assessor, this theory is relevant but does pose a problem as the student nurse needs to be assessed on their own level of competency to practice and have learning outcomes which need